feudalendeavorfall2014 - Journal Article

Journal Article (to be turned in through "Assignments" on Blackboard)

Journal Article outcomes: Students will be able to…

demonstrate the product of engaging actively in the research process;
sustain a thesis and argument throughout a lengthy and in-depth piece of writing;
support a thesis and argument with multiple points and methods of evidence, including close readings and analysis of sources;
emphasize own voice, using other voices/scholars to support points but not allowing them to overwhelm original ideas; and
present thesis and evidence with an understanding of academic audience, a consistency of style, appropriate grammar, organization, and clarity.

Submission information:
Feudal Endeavor is a journal of essays authored by undergraduates and focused on general literary studies of the Middle Ages. Feudal Endeavor articles are well-researched and explicate interesting ideas related to the field of medieval studies. Authors are held to high standards of academic thought, research, correct citation, and presentation. All articles will be assessed by the general editor.

Contributors to Feudal Endeavor should double-space manuscripts and format them according to the most recent edition of the MLA Manual of Style, including in-text citations. Works Cited should be annotated (and should take into consideration previous comments from the editor) and there should be a minimum of six (6) sources (not including primary texts). We do not accept web sites as sources unless previously approved. Only articles meeting the minimum length of ten (10) pages will be accepted. Manuscripts should be in Times New Roman, 12-point font, double-spaced, with 1-inch margins without excessive spacing between paragraphs. We expect authors to act as their own proofreaders before submitting. Please see our Writing Expectations for further insight into our style. Articles that do not follow these guidelines will not be considered; see our policies.

We also require that a cover letter accompany your manuscript. This letter should reflect on your research process, specifically choices that you made concerning secondary sources used to support your arguments. It should articulate the effort put into the article. We are not looking just for facts concerning lists of articles or specific search words used; instead, we are interested in the thought that occurred throughout the research process. Cover letters should be in Times New Roman, 12-point font, single-spaced, with 1-inch margins. We ask that they be at least one page in length (may need to be longer to be thorough) without excessive spacing. Please include cover letter in the same file as manuscript.

Deadline is December 15 at midnight. Please use our submission system on Blackboard.

*Article Rating System*
Characteristic	Points
Thesis	20
Analysis and Evidence	60
Organization	30
Writing Mechanics	30
MLA Citation (in-text and Annotated Works Cited)	40
Cover Letter	20

Grade	Characteristics
A	demonstrates a high level of overall competence defines and communicates a specific, clear, thoughtful, deliberate, and distinctive thesis that is appropriate in scope for the parameters of the assignment demonstrates an awareness and an application of the diversity and complexities in ideas, human experience, literature, culture, and/or history provides careful and in-depth analysis of a text or texts (primary and/or secondary, depending on appropriateness), including appropriately-selected direct engagement (i.e. quotations), to develop main or supporting points emphasizes own voice, using other voices/scholars to support points but not allowing them to overwhelm writing demonstrates the ability to develop ideas confidently with well-chosen evidence and with purpose, clarity, and an advanced sense of organization demonstrates a notable awareness of the genre of writing used as well as the academic setting in which it is being written utilizes the mechanics of writing and grammar both correctly and with effective, deliberate (potentially even elegant) purpose employs correct and consistent MLA citation format and meets/exceeds source requirement exhibits engagement with assignment and commitment to absorbing the knowledge and skills the exercise is intended to develop adheres to Writing Expectations
B	demonstrates overall competence communicates a specific, clear, solid thesis that is manageable in scope for the parameters of the assignment, though it may lack in detail acknowledges the diversity and complexities in ideas, human experience, literature, culture, and/or history, though may not clearly interact with these concepts provides a solid analysis of a text or texts (primary and/or secondary, depending on appropriateness), including appropriately-selected direct engagement (i.e. quotations), to develop main or supporting points attempts to demonstrate own voice, using other voices/scholars to support points demonstrates the ability to develop ideas with relevant evidence and with purpose, clarity, and an overall competent sense of organization demonstrates an awareness of the genre of writing used as well as the academic setting in which it is being written utilizes the mechanics of writing and grammar correctly and deliberately, though may contain some errors employs mostly correct and consistent MLA citation format and meets source requirement exhibits an attempt to engage with assignment and commit to absorbing the knowledge and skills the exercise is intended to develop demonstrates solid understanding of Writing Expectations
C	suggests competence communicates a thesis, though it may be overly generic or self-evident and tend towards having too broad a scope to manage within the parameters of the assignment tends to avoid the diversity and complexities in ideas, human experience, literature, culture, and/or history and to rely upon generalizations or the clichéd in these categories provides basic analysis of a text or texts (primary and/or secondary, depending on appropriateness), including potentially haphazard choices for direct engagement (i.e. quotations), to develop main or supporting points demonstrates little personal voice and allows other voices/scholars to overwhelm writing/voice demonstrates general development of ideas with some evidence (potentially irrelevant) and simplistic organization which appears arbitrary demonstrates a lack of awareness of the genre of writing used as well as the academic setting in which it is being written (i.e. tends towards the informal) tends not to use the mechanics of writing and grammar correctly and contains noticeable errors employs recognizable MLA citation format with errors and inconsistencies and/or does not meet source requirement exhibits a lack of engagement with assignment and commitment to absorbing the knowledge and skills the exercise is intended to develop demonstrates basic awareness of Writing Expectations
D	suggests incompetence relies on a superficial thesis too broad in scope to manage within the parameters of the assignment overlooks the diversity and complexities in ideas, human experience, literature, culture, and/or history provides little or faulty analysis of a text or texts (primary and/or secondary, depending on appropriateness), including a lack of direct engagement (i.e. quotations), to develop main or supporting points demonstrates no personal voice in writing demonstrates a lack of development of ideas with irrelevant, repetitive, and/or faulty evidence and incoherent, arbitrary organization demonstrates a poor understanding of the genre of writing used as well as the academic setting in which it is being written (i.e. is informal) tends not to use the mechanics of writing and grammar correctly and deliberately and contains noticeable errors employs unrecognizable citation format with confusing errors and inconsistencies and/or does not meet source requirement exhibits resistance to engaging with assignment and committing to absorbing the knowledge and skills the exercise is intended to develop demonstrate little awareness of Writing Expectations
F	demonstrates incompetence (or demonstrates no interest in taking assignment seriously) no recognizable thesis exhibits resistance to the diversity and complexities in ideas, human experience, literature, culture, and/or history provides no analysis of a text or texts (primary and/or secondary, depending on appropriateness), including no direct engagement (i.e. quotations) demonstrates no personal voice in writing does not develop ideas, provides no evidence, is disorganized demonstrates no understanding of the genre of writing used as well as the academic setting in which it is being written contains major errors in mechanics and grammar employs no citation format and does not meet source requirement does not engage with assignment and does not commit to absorbing the knowledge and skills the exercise is intended to develop does not demonstrate awareness of Writing Expectations

*+ or - grades will be assessed for work that falls between these categories
*writing that does not meet format or submission instructions will be docked according to the policies outlined in the syllabus

Optional Goal: Preparation for Submission to a Research Conference
36th Annual Medieval and Renaissance Forum

Abstract deadline: January 15
Presenters and early registration: March 15
Conference dates: April 24-25, 2015
Location: Keene State College, NH
Call for Papers and Sessions: “Representation, Adaptation, Recollection”

We welcome abstracts (one page or less) or panel proposals that address questions of representation of the self and the Other in the medieval and Early Modern periods or that discuss how the world of the Middle Ages and the Renaissance is re-imagined for the present:

How did medieval and Early Modern individuals understand themselves and their world?
How did medieval and Early Modern Europeans perceive and represent those living beyond the bounds of Europe?
How did medieval and Early Modern individuals and groups represent their past?
How are the Middle Ages and the Renaissance viewed in the modern period?
What function do the medieval and the Early Modern play in contemporary popular culture?

Papers need not be confined to these themes but may cover other aspects of medieval and Renaissance life, literature, languages, art, philosophy, theology, history, and music.
Students, faculty, and independent scholars are welcome. Please indicate your status (undergraduate, graduate, or faculty), affiliation (if relevant), and full contact information on your proposal. Undergraduate sessions are welcome but require faculty sponsorship.

Fitchburg State Undergraduate Conference on Research and Creative Practice

Abstract deadline: TBA Spring semester
Conference: TBA
May submit for a poster display or an oral presentation

Conference of your choice!